Bruce McComiskey is a strong advocate of social approaches to teaching writing. However, he opposes composition teaching that relies on cultural theory for content, because it too often prejudges the ethical character of institutions and reverts unnecessarily to product-centered practices in the classroom. He opposes what he calls the "read-this-essay-and-do-what-the-author-did method of writing instruction: read Roland Barthes's essay 'Toys' and write a similar essay; read John Fiske's essay on TV and critique a show."
McComiskey argues for teaching writing as situated in discourse itself, in the constant flow of texts produced within social relationships and institutions. He urges writing teachers not to neglect the linguistic and rhetorical levels of composing, but rather to strengthen them with attention to the social contexts and ideological investments that pervade both the processes and products of writing.
A work with a sophisticated theory base, and full of examples from McComiskey's own classrooms, Teaching Composition as a Social Process will be valued by experienced and beginning composition teachers alike.
Where do lessons of “stranger danger” and safety come from—and do they apply differently for women? A gender-fear paradox shows that although women are less likely to be victims of most crimes (sexual assault aside), their fear of crime is greater. Moreover, girls and women—especially White women—are taught to fear the wrong things and given impossible tools to prevent victimization. In Teaching Fear, Nicole Rader zooms in on the social learning process, tracing the ways that families, schools, and the media have become obsessed with crime myths, especially regarding girls and women.
Based on in-depth research and family studies, Rader reveals the dubious and dangerous origins of many of the most prominent safety guidelines that teach young girls to be more afraid of crime. These guidelines carry over to adulthood, influencing women’s behaviors and the way they order their worlds, with dangerous consequences. As women teach their learned behavior and conditioned fear to others, gendered crime myths are recirculated from generation to generation, making them a staple in our society.
Teaching Fear includes suggestions for taking precautionary measures and crime prevention strategies. Rader also provides guidance for instilling safety values and demonstrating how we can “teach fear better” to break this cycle and truly create greater security.
The Sixth Volume in the Deaf Lives Series
Robert F. Panara lost his hearing from spinal meningitis in 1931 at the age of ten. However, he could read and write, and with his friends’ help, Bob (as he was known), made it through high school. His new solitude created a new passion – reading, reading, and reading. The stage was set for the emergence of one of the great deaf educators in modern time, a life fully captured in Harry G. Lang’s Teaching from the Heart and Soul: The Robert F. Panara Story.
Bob Panara’s many achievements began after his discovery of Gallaudet College in the 1940s. There, he wrote “The Significance of the Reading Problem,” which first expressed his belief that teaching “comes from the heart and soul.” The article secured him his first job at the New York School for the Deaf in White Plains. Bob returned to teach at Gallaudet College from 1948 until 1965, when he left to help found the National Technical Institute for the Deaf (NTID) and the National Theatre of the Deaf (NTD) — all in the same year. He continued to expand arts and literature at NTID until his retirement in 1987.
Bob Panara’s genius resides in the people he inspired with his vivacious teaching style. He believed ardently in involving students, that they should “be the book.” Former students tell story after story about his fabulous interpretations of drama and poetry, a legacy confirmed by his own story in Teaching from the Heart and Soul.
Gloria Evangelina Anzaldúa—theorist, Chicana, feminist—famously called on scholars to do work that matters. This pronouncement was a rallying call, inspiring scholars across disciplines to become scholar-activists and to channel their intellectual energy and labor toward the betterment of society. Scholars and activists alike have encountered and expanded on these pathbreaking theories and concepts first introduced by Anzaldúa in Borderlands/La frontera and other texts.
Teaching Gloria E. Anzaldúa is a pragmatic and inspiring offering of how to apply Anzaldúa’s ideas to the classroom and in the community rather than simply discussing them as theory. The book gathers nineteen essays by scholars, activists, teachers, and professors who share how their first-hand use of Anzaldúa’s theories in their classrooms and community environments.
The collection is divided into three main parts, according to the ways the text has been used: “Curriculum Design,” “Pedagogy and Praxis,” and “Decolonizing Pedagogies.” As a pedagogical text, Teaching Gloria E. Anzaldúa also offers practical advice in the form of lesson plans, activities, and other suggested resources for the classroom. This volume offers practical and inspiring ways to deploy Anzaldúa’s transformative theories with real and meaningful action.
Contributors
Carolina E. Alonso
Cordelia Barrera
Christina Bleyer
Altheria Caldera
Norma E. Cantú
Margaret Cantú-Sánchez
Freyca Calderon-Berumen
Stephanie Cariaga
Dylan Marie Colvin
Candace de León-Zepeda
Miryam Espinosa-Dulanto
Alma Itzé Flores
Christine Garcia
Patricia M. García
Patricia Pedroza González
María del Socorro Gutiérrez-Magallanes
Leandra H. Hernández
Nina Hoechtl
Rían Lozano
Socorro Morales
Anthony Nuño
Karla O’Donald
Christina Puntasecca
Dagoberto Eli Ramirez
José L. Saldívar
Tanya J. Gaxiola Serrano
Verónica Solís
Alexander V. Stehn
Carlos A. Tarin
Sarah De Los Santos Upton
Carla Wilson
Kelli Zaytoun
If the essential acts of teaching are the same for schoolteachers and professors, why are they seen as members of quite separate professions? Would the nation's schools be better served if teachers shared more of the authority that professors have long enjoyed? Will a slow revolution be completed that enables schoolteachers to take charge of their practice--to shoulder more responsibility for hiring, mentoring, promoting, and, if necessary, firing their peers?
This book explores these questions by analyzing the essential acts of teaching in a way that will help all teachers become more thoughtful practitioners. It presents portraits of teachers (most of them women) struggling to take control of their practice in a system dominated by an administrative elite (mostly male). The educational system, Gerald Grant and Christine Murray argue, will be saved not by better managers but by better teachers. And the only way to secure them is by attracting talented recruits, developing their skills, and instituting better means of assessing teachers' performance.
Grant and Murray describe the evolution of the teaching profession over the last hundred years, and then focus in depth on recent experiments that gave teachers the power to shape their schools and mentor young educators. The authors conclude by analyzing three equally possible scenarios depicting the role of teachers in 2020.
Taking students out of the classroom and into a variety of settings, ranging from remote wilderness sites to urban or built environments is now recognized as a valuable means of teaching ecological concepts and environmental values. But field studies are also a way of encouraging explorations across the curriculum, enhancing the teaching of life sciences, literature, and creative writing.
Teaching in the Field is the first volume to specifically survey field studies conducted through colleges and universities. The essays, arranged into three sections, offer rationales, pedagogical strategies, and foundational advice and information that broaden and strengthen the collective knowledge of this increasingly popular means of instruction. The essays present theoretical information within engaging, candid narratives that report on various aspects of field experiences, whether hour-long excursions or month-long trips.
Teachers of environmental studies, of English, composition, and creative writing, and of allied humanities and science disciplines, will find here a wealth of success stories and cautionary tales to guide them in envisioning their own outdoor classrooms.
Hugh Kenner, Helen Vendler, Harry Levin, Nathan A. Scott, Jr., Barbara Johnson, J. Hillis Miller, and seven other scholars, critics, and metacritics at the forefront of intellectual developments in their fields offer provocative statements on the teaching of literature and on their own practices as teachers. The authors, differing widely in their areas of interest and their approaches to literature, stress an inherent relation between the classroom and their published writings, integrating teaching strategies with critical or theoretical positions.
Teaching is seen as an essential part of their work at large rather than a separate discipline with other methods and aims. Ranging over such topics as Shakespeare, feminism, composition, the teaching of poetry, and interpretation, the essays are mostly personal: descriptive, not prescriptive. From the writers' experiences, both positive and negative, much can be learned about ways of approaching a work of literature, of reading and understanding a text, as well as ways of helping students to do the same.
Offering the first systematic, comparative examination of the origins of teachers’ unions in two countries—France and the United States—Teaching Marianne and Uncle Sam shows how teachers’ unions came into existence not because of the willful efforts of particular actors, but over the course of decades of conflict over the proper role of professional educators in public politics.
Nicholas Toloudis traces teacher unionism back to the first efforts of governments to centralize public education. He carefully documents how centralization created new understandings of the role of teachers in their societies and generated new sources of conflict within teachers’ corps. Using rare archival source materials, Toloudis illustrates how these internal conflicts became salient in teachers’ battles with governments over their legitimate right to exist as collective claim-makers within the polity.
In the series Politics, History, and Social Change, edited by John C. Torpey
A practical and evidence-based teaching guide for graduate students across all fields.
In a book written directly for graduate students that includes graduate student voices and experiences, Aeron Haynie and Stephanie Spong establish why good teaching matters and offer a guide to helping instructors-in-training create inclusive and welcoming classrooms.
Teaching Matters is informed by recent research while being grounded in the personal perspectives of current and past graduate students in many disciplines. Graduate students can use this book independently to prepare to teach their courses, or it can be used as a guide for a teaching practicum. With a just-in-time checklist for graduate students who are assigned to teach courses right before the semester starts, step-by-step directions for writing a compelling teaching philosophy, and an emphasis on teaching well regardless of modality, Teaching Matters will remain relevant for graduate students throughout their careers.
Foreword by Michelle Ciulla Lipkin, Executive Director, National Association for Media Literacy Education
Preface by Denise E. Agosto
Though media literacy and information literacy are intertwined, there are important differences; and there has never been a more urgent need for an incisive examination of the crucial role librarians and other educators can play in teaching the skills necessary to access, analyze, evaluate, and create media. Media literate youth and adults are better able to understand the complex messages emanating from television, movies, radio, the internet, news outlets, magazines, books, billboards, video games, music, and all other forms of media. In this book, international expert De Abreu melds advice from a diverse array of practitioners and subject experts with her own research findings to examine how consuming media and technology impacts the learning of K–12 students, tackling such paramount issues as
Teaching Mindful Writers introduces new writing teachers to a learning cycle that will help students become self-directed writers through planning, practicing, revising, and reflecting. Focusing on the art and science of instructing self-directed writers through major writing tasks, Brian Jackson helps teachers prepare students to engage purposefully in any writing task by developing the habits of mind and cognitive strategies of the mindful writer.
Relying on the most recent research in writing studies and learning theory, Jackson gives new teachers practical advice about setting up writing tasks, using daily writing, leading class discussions, providing feedback, joining teaching communities, and other essential tools that should be in every writing teacher’s toolbox. Teaching Mindful Writers is a timely, fresh perspective on teaching students to be self-directed writers.
In this volume leading teachers of Arabic, many of whom have written influential textbooks for advanced learners, explore the realities and challenges of teaching Arabic as a foreign language. Topics covered include the state of the Arabic teaching profession; the institutional challenges in U.S. and study-abroad programs; the teaching of various skills such as writing, reading, speaking, and listening; the varieties of Arabic and their relevance in the classroom; the uses of technology in the classroom; and testing. Published in 1995, many of the issues raised in this volume remain relevant today.
Distributed for the American Association of Teachers of Arabic
Presenting a vivid picture of the current world-wide effort to promote literacy, the author discusses the problems faced, the procedures followed, the ends sought.
Stressing the increasing interest in reading today throughout the world, the author points out the recognized importance of world-wide literacy and the increasing demands made on readers in all countries. The conditions which make world literacy imperative, and the role of reading in the lives of adults everywhere are reviewed.
An analysis of records of eye-movements in reading reveals that the basic attitudes and skills involved in reading are similar the world over, independent of differences in language and culture. Review of the teaching of reading reveals that both meaning and word recognition should be emphasized from the beginning. The author next lays out programs for teaching both children and adults to read. Finally, he discusses the lessons to be learned about the teaching of reading from this world wide study.
Edited by Nathan Stucky and Cynthia Wimmer, Teaching Performance Studies is the first organized treatment of performance studies theory, practice, and pedagogy. This collection of eighteen essays by leading scholars and educators reflects the emergent and contested nature of performance studies, a field that looks at the broad range of human performance from everyday conversation to formal theatre and cultural ritual. The cross-disciplinary freedom enacted by the writers suggests a new vision of performance studies—a deliberate commerce between field and classroom.
Sex education, since its advent at the dawn of the twentieth century, has provoked the hopes and fears of generations of parents, educators, politicians, and reformers. On its success or failure seems to hinge the moral fate of the nation and its future citizens. But whether we argue over condom distribution to teenagers or the use of an anti-abortion curriculum in high schools, we rarely question the basic premise—that adolescents need to be educated about sex. How did we come to expect the public schools to manage our children’s sexuality? More important, what is it about the adolescent that arouses so much anxiety among adults?
Teaching Sex travels back over the past century to trace the emergence of the “sexual adolescent” and the evolution of the schools’ efforts to teach sex to this captive pupil. Jeffrey Moran takes us on a fascinating ride through America’s sexual mores: from a time when young men were warned about the crippling effects of masturbation, to the belief that schools could and should train adolescents in proper courtship and parenting techniques, to the reemergence of sexual abstention brought by the AIDS crisis. We see how the political and moral anxieties of each era found their way into sex education curricula, reflecting the priorities of the elders more than the concerns of the young.
Moran illuminates the aspirations and limits of sex education and the ability of public authority to shape private behavior. More than a critique of public health policy, Teaching Sex is a broad cultural inquiry into America’s understanding of adolescence, sexual morality, and social reform.
Shakespeare is a central shaping and defining figure in our culture. His plays are being taught, filmed, and performed every day in many places and in most of the world’s languages. At the same time, teachers and students from junior high through the early undergraduate years often struggle with the Bard in discomfort and negativity that can only be counter-productive.
Teaching Shakespeare into the Twenty-First Century is by teachers and for teachers. Specifically, it is a collection of essays in which teachers describe their best ideas and experiences as they confront the challenges of bringing Shakespeare alive for students who often feel intimidated and less than eager to participate.
It is on behalf of these students that this book has been prepared. Written by middle school, high school, and college teachers from around the country, the essays record successful efforts at bringing Shakespeare and the student together in fresh, exciting, and productive ways.
From today’s performance techniques, designed to make students active participants in the learning process, through a host of extra-textual resources such as festivals and films, to a look at applications of the computer and cyberspace, Teaching Shakespeare into the Twenty-First Century is a book of success stories.
Covering the most contemporary issues, critical theory, and classroom approach, it is designed to provide teachers with a useful, friendly, and forward-looking resource as they continue to make Shakespeare available into the future.
In this classic text, Joseph Harris traces the evolution of college writing instruction since the Dartmouth Seminar of 1966. A Teaching Subject offers a brilliant interpretive history of the first decades during which writing studies came to be imagined as a discipline separable from its partners in English studies. Postscripts to each chapter in this new edition bring the history of composition up to the present.
Reviewing the development of the field through five key ideas, Harris unfolds a set of issues and tensions that continue to shape the teaching of writing today. Ultimately, he builds a case, now deeply influential in its own right, that composition defines itself through its interest and investment in the literacy work that students and teachers do together. Unique among English studies fields, composition is, Harris contends, a teaching subject.
Teaching the Bible with Undergraduates offers concrete strategies for Bible instruction in college classrooms. Each essay pays special attention to the needs of tech-savvy students whose sensibilities, aspirations, expectations, and preferred ways of learning may differ significantly from those of their instructors. The volume’s contributors, all biblical scholars and undergraduate instructors, focus on best pedagogical practices using concrete examples while sharing effective strategies. Essays and quick tips treat topics, including general education, reading skills, student identities, experiential learning, and instructional technology. Contributors include Kimberly Bauser McBrien, George Branch-Trevathan, Callie Callon, Lesley DiFransico, Nicholas A. Elder, Timothy A. Gabrielson, Kathleen Gallagher Elkins, Susan E. Haddox, Seth Heringer, John Hilton III, Melanie A. Howard, Christopher M. Jones, Steve Jung, Katherine Low, Timothy Luckritz Marquis, Kara J. Lyons-Pardue, Jocelyn McWhirter, Sylvie T. Raquel, Eric A. Seibert, Hanna Tervanotko, Carl N. Toney, John Van Maaren, and Robby Waddell. This book provides an essential resource not only for instructors at the undergraduate level but also for anyone who teaches biblical studies in the classroom.
With original contributions from a diverse range of teachers, scholars, and practitioners in literary studies, history, book arts, library science, language studies, and archives, Teaching the History of the Book is the first collection of its kind dedicated to book history pedagogy. Presenting a variety of methods for teaching book history both as its own subject and as an approach to other material, each chapter describes lessons, courses, and programs centered on the latest and best ways of teaching undergraduate and graduate students.
Expansive and instructive, this volume introduces ways of helping students consider how texts were produced, circulated, and received, with chapters that cover effective ways to organize courses devoted to book history, classroom activities that draw on this subject in other courses, and an overview of selected print and digital tools. Contributors, many of whom are leading figures in the field, utilize their own classroom experiences to bring to life some of the rich possibilities for teaching book history in the twenty-first century.
In addition to the volume editors, contributors include Ryan Cordell, Brigitte Fielder, Barbara Hochman, Leslie Howsam, Matthew Kirschenbaum, Clare Mullaney, Kate Ozment, Leah Price, Jonathan Rose, Jonathan Senchyne, Sarah Wadsworth, and others.
Disruptive pedagogies for archival research
In a cultural moment when institutional repositories carry valuable secrets to the present and past, this collection argues for the critical, intellectual, and social value of archival instruction. Graban and Hayden and 37 other contributors examine how undergraduate and graduate courses in rhetoric, history, community literacy, and professional writing can successfully engage students in archival research in its many forms, and successfully model mutually beneficial relationships between archivists, instructors, and community organizations.
Combining new and established voices from related fields, each of the book’s three sections includes a range of form-disrupting pedagogies. Section I focuses on how approaching the archive primarily as text fosters habits of mind essential for creating and using archives, for critiquing or inventing knowledge-making practices, and for being good stewards of private and public collections. Section II argues for conducting archival projects as collaboration through experiential learning and for developing a preservationist consciousness through disciplined research. Section III details praxis for revealing, critiquing, and intervening in historic racial omissions and gaps in the archives in which we all work.
Ultimately, contributors explore archives as sites of activism while also raising important questions that persist in rhetoric and composition scholarship, such as how to decolonize research methodologies, how to conduct teaching and research that promote social justice, and how to shift archival consciousness toward more engaged notions of democracy. This collection highlights innovative classroom and curricular course models for teaching with and through the archives in rhetoric and composition and beyond.
Your graduate work was on bacterial evolution, but now you're lecturing to 200 freshmen on primate social life. You've taught Kant for twenty years, but now you're team-teaching a new course on “Ethics and the Internet.” The personality theorist retired and wasn't replaced, so now you, the neuroscientist, have to teach the "Sexual Identity" course. Everyone in academia knows it and no one likes to admit it: faculty often have to teach courses in areas they don't know very well. The challenges are even greater when students don't share your cultural background, lifestyle, or assumptions about how to behave in a classroom.
In this practical and funny book, an experienced teaching consultant offers many creative strategies for dealing with typical problems. How can you prepare most efficiently for a new course in a new area? How do you look credible? And what do you do when you don't have a clue how to answer a question?
Encouraging faculty to think of themselves as learners rather than as experts, Therese Huston points out that authority in the classroom doesn't come only, or even mostly, from perfect knowledge. She offers tips for introducing new topics in a lively style, for gauging students' understanding, for reaching unresponsive students, for maintaining discussions when they seem to stop dead, and -yes- for dealing with those impossible questions.
Original, useful, and hopeful, this book reminds you that teaching what you don't know, to students whom you may not understand, is not just a job. It's an adventure.
Travis and DeSpain curate conversations on the value of project-based, collaborative learning; examples of real-world assignments where students combine close, collaborative, and computational reading; how digital humanities aids in the consideration of marginal texts; the ways in which an ethics of care can help students organize artifacts; and how an activist approach affects debates central to the study of difference in the nineteenth century.
A supplemental companion website with substantial appendixes of syllabi and assignments is now available for readers of Teaching with Digital Humanities.
Harris, Miles and Paine ask: What happens when the texts that students write become the focus of a writing course? In response, a distinguished group of scholar/teachers suggests that teaching with students texts is not simply a classroom technique, but a way of working with writing that defines composition as a field.
In Teaching with Student Texts, authors discuss ways of revaluing student writing as intellectual work, of circulating student texts in the classroom and beyond, and of changing our classroom practices by bringing student writings to the table. Together, these essays articulate a variety of ways that student texts can take a central place in classroom work and can, in the process, redefine the ways our field talks about writing.
Teaching with Tenderness follows in the tradition of bell hooks's Teaching to Transgress and Paulo Freire's Pedagogy of the Oppressed, inviting us to draw upon contemplative practices (yoga, meditation, free writing, mindfulness, ritual) to keep our hearts open as we reckon with multiple injustices. Teaching with tenderness makes room for emotion, offers a witness for experiences people have buried, welcomes silence, breath and movement, and sees justice as key to our survival. It allows us to rethink our relationship to grading, office hours, desks, and faculty meetings, sees paradox as a constant companion, moves us beyond binaries; and praises self and community care.
Tenderness examines contemporary challenges to teaching about race, gender, class, nationality, sexuality, religion, and other hierarchies. It examines the ethical, emotional, political, and spiritual challenges of teaching power-laden, charged issues and the consequences of shifting power relations in the classroom and in the community. Attention to current contributions in the areas of contemplative practices, trauma theory, multiracial feminist pedagogy, and activism enable us to envision steps toward a pedagogy of liberation. The book encourages active engagement and makes room for self-reflective learning, teaching, and scholarship.
Classrooms filled with glassy-eyed students provide an experiential base for Alice S. Horning’s new comprehensive theory about basic writers.
Horning explores the theory of writing acquisition in detail. Her examination of spoken and written language and redundancy give a theoretical base to her argument that academic discourse is a separate linguistic system characterized by particular psycholinguistic features. She proposes that basic writers learn to write as other learners master a second language because for them, academic written English is a whole new language.
She explores the many connections to be found in second language acquisition research to the teaching and learning of writing and gives special attention to the interlanguage hypothesis, pidginization theory, and the Monitor theory. She also addresses the role of affective factors (feelings, attitudes, emotions, and motivation) in the success or failure of writing students.
Teaching Writing: Landmarks and Horizons, edited by Christina Russell McDonald and Robert L. McDonald, is designed to present an overview of some of the major developments in the establishment of composition studies as a field during the past thirty-five years. The essays are theoretically grounded but are focused on pedagogy as well. Divided into two parts, the first presents nine landmark essays, selected and introduced by distinguished composition scholars, and the second brings together eight new essays by emerging scholars.
Teaching/Writing in Thirdspaces: The Studio Approach examines a dynamic approach to teaching composition that reimagines not only the physical space in which writing and learning occurs but also the place occupied by composition in the power structure of universities and colleges.
In response to financial and programmatic cutbacks at the University of South Carolina in the 1990s, authors Rhonda C. Grego and Nancy S. Thompson used their academic backgrounds in composition and English education, along with their personal histories in working-class families, to look at compositional spaces and places with an eye to challenging the embedded issues of race, class, and gender within the university hierarchies. The result was a supplemental writing program that they called the writing studio.
The studio model emphasizes individual participation in a small group that allows students to present work they are preparing for outside classes, discuss their challenges, and refine their ideas with other students and staff facilitators. This “interactional inquiry” is replicated and reinforced by the facilitators, who meet in their own small groups to analyze larger patterns, possibilities, and needs as they arise in their studios.
Grego and Thompson argue that because the studio is physically and institutionally “outside but alongside” both students’ other coursework and the hierarchy of the institution, it represents a “thirdspace,” a unique position in which to effect institutional change. The focus on interactional inquiry challenges traditional power hierarchies within classrooms and shifts the nature of discourse. As a bottom-up approach to the development of educational programs within institutions that have different needs, demographies, and histories, the studio model can address a multitude of different institutional needs with little disruption to the curriculum.
The studio model allows university administrators, teachers, student aides, and students to continually adapt to changing institutional environments with new teaching and learning strategies. Teaching/Writing in Thirdspaces provides an alternative approach to traditional basic writing courses that can be adopted in educational institutions of all types and at all levels.
In the global world of the twenty-first century, class boundaries are subtle and permeable, though real nonetheless. Markers of identity, authenticity, and belonging can change with a gesture or a glance, making people feel they do or don't belong in certain places, with certain people, at certain times. In these powerfully written ethnographic stories, Rhoda Halperin maps the boundaries of class by examining three themes: crossing class boundaries, class creativity, and class vulnerability.
In telling these stories, Halperin draws on a wealth of ethnographic experiences in this country and abroad. Her book challenges class stereotypes in ways that touch on universals across cultures and over time.
The Inspiring Story of Roberto Clemente's Greatest Season and One of the Most Important Teams in Sport History
In 1947, major league baseball experienced its first measure of integration when the Brooklyn Dodgers brought Jackie Robinson to the National League. While Robinson's breakthrough opened the gates of opportunity for African Americans and other minority players, the process of integration proved slow and uneven. It was not until the 1960s that a handful of major league teams began to boast more than a few Black and Latino players. But the 1971 World Championship team enjoyed a full and complete level of integration, with half of its twenty-five-man roster comprised of players of African American and Latino descent. That team was the Pittsburgh Pirates, managed by an old-time Irishman.
In The Team That Changed Baseball: Roberto Clemente and the 1971 Pittsburgh Pirates, veteran baseball writer Bruce Markusen tells the story of one of the most likable and significant teams in the history of professional sports. In addition to the fact that they fielded the first all-minority lineup in major league history, the 1971 Pirates are noteworthy for the team's inspiring individual performances, including those of future Hall of Famers Roberto Clemente, Willie Stargell, and Bill Mazeroski, and their remarkable World Series victory over the heavily favored Baltimore Orioles. But perhaps their greatest legacy is the team's influence on the future of baseball, inspiring later championship teams such as the New York Yankees and Oakland Athletics to open their doors fully to all talented players, regardless of race, particularly in the new era of free agency.
Seventy million years ago in what would become North America, a monstrous thirty-five-foot-long Cretaceous crocodile lurked on a marshy riverbank. Springing suddenly, its huge jaws trapped and crushed a juvenile hadrosaur. Today, the remains of that ancient crocodile are being painstakingly reconstructed in Colorado, where naturalist Zach Fitzner continues his life-long fascination with this amazing animal family.
In Tears for Crocodilia: Evolution, Ecology, and the Disappearance of One of the World’s Most Ancient Animals, Fitzner tracks the evolution of crocodilians from prehistoric predators to modern endangered wildlife, using his own experiences with these reptiles as a lens to understanding wildlife conservation and our relationship with the natural world. Traveling the world to interact with crocodiles, from observing alligators in a wildlife refuge in Texas and paddling a canoe in the Everglades searching for crocodiles to trekking the jungles in Nepal to find endangered gharials, the author expresses a wonder in exploring these diverse ecosystems, making a connection between crocodilians and the lands they live in. As the story follows crocodilians, it also illuminates their often complicated relationship with humans, from crocodile cults in ancient Egypt to American alligators living on golf courses. Fitzner also closely examines the dark side of this relationship, including habitat destruction and poaching as well as the mechanistic view of traditional conservation that turns these magnificent animals into agricultural products. Tears for Crocodilia delves deeply into issues of wildlife conservation, ethics, and how we can coexist with other creatures. It is also a tribute to a magnificent group of animals, survivors from the age of dinosaurs.
Achilles—warrior and hero—by the protocols of Western culture, should never cry. And yet Homeric epic is full of his tears and those of his companions at Troy. This path-blazing study by Hélène Monsacré shows how later ideals of stoically inexpressive manhood run contrary to the poetic vision presented in the Iliad and Odyssey. The epic protagonists, as larger-than-life figures who transcend gender categories, are precisely the men most likely to weep.
Monsacré pursues the paradox of the tearful fighter through a series of lucid and detailed close readings, and examines all aspects of the interactions between men and women in the Homeric poems. Her illuminating analysis, first published in French in 1984, remains bold, fresh, and compelling for anyone touched—like Achilles—by a world of grief.
Winner, Susan Koppelman Award, Best Edited Volume in Women's Studies in Popular and American Culture, 2008
The 1970s and 1980s saw the awakening of social awareness and political activism in Mexican-American communities. In San Diego, a group of Chicana women participated in a political theatre group whose plays addressed social, gender, and political issues of the working class and the Chicano Movement. In this collective memoir, seventeen women who were a part of Teatro de las Chicanas (later known as Teatro Laboral and Teatro Raíces) come together to share why they joined the theatre and how it transformed their lives. Teatro Chicana tells the story of this troupe through chapters featuring the history and present-day story of each of the main actors and writers, as well as excerpts from the group's materials and seven of their original short scripts.
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